Daily Lesson Log
School
Teacher
Teaching Dates
Day/Time and
Section
Lun Padidu NHS
Ms. Chris G.
Patlingrao
Grade Level
Learning
Areas
October 20,
2023 - 60
minutes12-STEM
Quarter
Grade 12
Health
Optimizing in
Physical
Education 3
First
Monday - Friday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
The learner demonstrates understanding of dance in optimizing one’s
health; as
requisite for physical activity assessment performance, and as a career
opportunity.
The learner leads dance events with proficiency and confidence resulting
in independent pursuit and in influencing others positively.
Competency Most Essential Learning:
Engages in moderate to vigorous physical activities (MVPAs) for at least 60
minutes most days of the week in a variety of settings in- and out-of school.
(PEH12FH-IIk-t-9)
Objectives:
At the end of the lesson the students will be able to:
a. familiarize and understand the nature of Philippine Folk Dance and
master several techniques as first step in learning the dance as a whole;
b. appreciate dance participation analyzing good physiological outcomes;
and
c. perform various folk dance steps in different time signatures.
Philippine Folkdance
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
PE and Health Learner’s SLM 1
Review the previous lesson.
Explain that today's lesson will focus on both Philippine Folk Dance and
the physiological benefits of dance participation. Students will have the
opportunity to assess their aerobic capacity by monitoring their heart
rates.
USE THE FOLLOWING FORMULA IN GETTING YOUR (THR) OR TARGET
HEART RATE: FORMULA: 220-AGE
C. Presenting examples/instances of
the new lesson
(CO No. 3: Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills)
Activity Name: Pilipinas, Game Ka Na Ba?
The teacher will elaborate on the mechanics of the game with the following
details:
(Rules are shared to maintain learning environments that promote
fairness, respect, and care to encourage learning. Through gamification,
the teacher will pose questions to develop critical and creative thinking, as
well as other higher-order thinking skills.
Questions:
Follow-up questions after playing "Game Kana Ba?":
1. What do you believe were your strengths and areas for improvement during
the game?
2. How did the time constraints in the game affect your decision-making and
problem-solving processes?
3. How did you ensure effective collaboration, especially when selecting a
representative in the second round?
D. Discussing new concepts and
practicing new skills #1
The teacher will briefly discuss about the folk dance, type of folk dance,
general classification of folk dance, and some Philippine folk dance. Then
afterwards ask the students this following question:
1. From the videos shown, what are the movements performed by the
dancers in the different folk dances?
2. How are these dances performed?
3. What do you think are the benefits that can be gained from these
dances?
E. Discussing new concepts and
practicing new skills #2
Students will work together in their groups for five minutes to study the
dance instructions and practice the steps, using the provided literature as
a guide. This hands-on activity helps them understand folk dance better.
The teacher will then teach them the correct way to do each step, including
the timing, so students can master it. This approach combines learning,
teamwork, and practice to boost students' skills and confidence in folk
dance.
Basic Dance Steps:
1. Waltz (¾ Time - 1, 2, 3):
- The waltz is a graceful, flowing dance.
- Begin with the left foot. Step forward on the left foot (1), shift weight to
the right foot (2), and close the left foot to the right (3).
- Repeat with the right foot, but in reverse. Step back on the right foot (1),
shift weight to the left foot (2), and close the right foot to the left (3).
- Maintain a smooth and continuous flow, moving in a circular or box-like
pattern.
2. Change Step or Two Step (2/4 Time - 1, and, 2):
- The change step is characterized by alternating steps.
- Begin with the left foot. Step forward on the left foot (1), bring the right
foot close to the left (and), then step forward on the left foot (2).
- Reverse the sequence, starting with the right foot.
3. Close Step (2/4 Time - 1, 2):
- The close step is a basic and straightforward movement.
- Begin with the left foot. Step forward on the left foot (1), and then bring
the right foot close to the left (2).
- Repeat with the opposite foot.
4. Leap (2/4 - 1, 2) & (4/4 Time - 1 count per leap):
- Leaps involve propelling your body into the air and landing on one foot.
- Start by stepping onto the left foot (1), push off and leap into the air (2).
Land on the right foot.
- In 4/4 time, the timing for the leap is one count.
F. Developing Mastery
5. Touch Step (2/4 Time - Allegro - 1, 2) & (¾ Time - Moderato - 1, 2,
3):
- Touch steps incorporate tapping or touching the floor.
- Start with the left foot. Step forward (1), and touch the right foot to the
ground (2).
- In ¾ time, the step can be expanded to include a three-count sequence.
The students will practice various folk dance steps in different time
signatures. Rotate through different time signatures to provide variety and
challenge.
(In this engaging practice session, students will immerse themselves in the
captivating world of folk dance by rotating through various time signatures. This
approach offers a multifaceted experience as they encounter the unique rhythms and
challenges associated with different time signatures such as 2/4, 3/4, and 4/4.
Through hands-on practice and group collaboration, they will not only enhance their
dance skills but also gain a deeper appreciation for the interplay between dance,
music, and timing. As they explore a variety of folk dance styles, the activity fosters
both cultural diversity and rhythmic versatility, all while providing students with a
well-rounded understanding of the intricate connections between time signatures and
the art of dance.)
After 10 minutes, the students, with the use of their groupings, they will
perform various folk dance steps in different time signatures. Their
performance will be rated to the rubric given for the assessment.
4
Outstanding
Mastery
Execution
Beat
Performance
Behavior/
Teamwork
G. Finding practical applications of
concepts and skills in daily living
Displays
impressive level
of mastery
Shows
impressive level
of proficiency in
the execution of
steps displaying
excellent health
– related fitness
level
Student clearly
maintains the
beat in their
dance
and
consistently
maintains
it
throughout the
dance.
The dancer is
the
focused,
concentrated
and committed
to
the
performance of
the movement.
Exhibits
outstanding
level
of
discipline and
teamwork
before, during
and after the
performance
3
Very
Satisfactory
Displays
high
level of mastery
Shows high level
of proficiency in
the execution of
steps displaying
high health –
related fitness
level
Demonstrates
the beat most
times and is able
to maintain it in
the dance.
The dancer is
often focused,
concentrated
and committed
to
the
performance of
the movement.
Exhibits
very
satisfactory
dance discipline
and teamwork
before, during
and after the
performance
2
Satisfactory
1
Improvement
Displays
medium level of
mastery
Shows medium
level
of
proficiency in
the execution of
steps displaying
acceptable level
of health –
related fitness
Student
is
inconsistent and
it fluctuates at
times.
Displays
low
level of mastery
The dancer is
seldom focused,
concentrated
and committed
to
the
performance of
the movement.
Exhibits
satisfactory
discipline and
teamwork
before, during
and after the
performance
The dancer is
not
focused,
concentrated
and committed
to
the
performance of
the movement.
Exhibits
improving
discipline and
teamwork
before, during
and after the
performance
Shows low level
of proficiency in
the execution of
steps displaying
low health –
related fitness
level
Movements and
the beat of the
music are out of
step or not
synchronized.
Ask the student about:
“What are the key practical benefits of incorporating the basic steps of folk
dance into your daily life, and how do these advantages extend beyond
physical fitness and well-being?”

Performing the basic steps of folk dance offers several practical
applications in daily living. Firstly, it promotes physical fitness and wellbeing as it serves as a form of exercise, helping individuals maintain an
active and healthy lifestyle. Secondly, folk dance provides a creative
and enjoyable way to relieve stress and enhance mental well-being.
Furthermore, it encourages social interaction and teamwork, fostering
strong community bonds. Additionally, the cultural significance of folk
dance deepens one's understanding of heritage and tradition.
H. Making generalizations and
abstractions about the lesson
Ultimately, incorporating folk dance into daily life not only promotes
physical and mental health but also enriches one's cultural awareness
and social connections.
how will you express appreciation on folk dance as you
participate and perform this dance?

developing one’s awareness of the culture it can also benefit best from
it in achieving a personally active lifestyle to develop and improve your
fitness level.
I. Evaluating learning
J. Additional Activities for application
or remediation
V. REMARKS
The student will answer the worksheet below:
"In the rhythm of Philippine Folk Dance, we discover the symphony of our
culture and the beat of a healthy heart." - Anonymous
VI. REFLECTIONS
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
used/discover which I wish to share with other
teachers?
Prepared by:
Noted by:
CHRIS G. PATLINGRAO
H.O.P.E. Teacher
JONA C. CARMONA
Master Teacher
Daily Lesson Log
School
Teacher
Teaching Dates
Day/Time and
Section
Lun Padidu NHS
Ms. Chris G.
Patlingrao
October 9-13,
2023 - 60 minutesAll Sections in
Grade 12
Grade Level
Grade 12
Learning Health Optimizing in
Areas Physical Education 3
Quarter
First
Monday - Friday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
The learner demonstrates understanding of fitness and exercise in optimizing one’s health
as a habit; as requisite for physical activity assessment performance, and as a career
opportunity.
The learner leads fitness events with proficiency and confidence resulting in independent
pursuit and in influencing others positively.
PEH12FH-Ia-t-8
 apply understanding of choreographic forms to create a short dance sequences.
Creating Choreographic Forms in Dance
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
I. Discussing new concepts and
practicing new skills #2
J. Developing Mastery
PE and Health Learner’s SLM 1
Warm-Up (5 minutes):
- Begin with a quick dance warm-up to prepare students physically and mentally for
choreography.
Choreography Basics (10 minutes):
- Review the basic elements of choreography: space, time, energy, and body.
- Discuss how these elements can be manipulated to create choreographic forms.
Creating in Pairs (15 minutes):
- Pair up students and assign each pair a choreographic form (e.g., narrative, abstract,
thematic).
- Provide each pair with a piece of instrumental music and ask them to create a short
dance sequence (1-2 minutes) that represents the assigned form.
- Encourage creativity and experimentation.
Rehearsal (15 minutes):
- Allow pairs to rehearse their dance sequences.
K. Finding practical applications of
concepts and skills in daily living
L. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional Activities for application
or remediation
V. REMARKS
- Remind them to consider how the chosen form influences their movements and
storytelling.
Presentations (10 minutes):
- Each pair performs their dance sequence in front of the class.
- After each performance, discuss how well the form was conveyed and what elements
contributed to its expression.
Reflection and Discussion (5 minutes):
- Facilitate a class discussion about the experience of creating and presenting
choreographic forms.
- Ask students to share challenges, successes, and what they learned about the impact
of form on dance.
Assignment:
Write a reflection on one’s choreographic process, highlighting the choreographic form
used and its significance in dance sequence.
Summarize the key takeaways from the lesson.
VI. REFLECTIONS
A. No. of learners who earned 80% of the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
used/discover which I wish to share with other
teachers?
Prepared by:
Noted by:
CHRIS G. PATLINGRAO
H.O.P.E. Teacher
JONA C. CARMONA
Master Teacher